ORNAMENTATION OT SCHOOL 
GROUNDS IN LOUISIANA 



oooooooooo 




FARMERVILLE HIGH SCHOOL BUILDING. 
One of the most attractive sites in the State. 



ORNAMENTATION 



OF 



SCHOOL GROUNDS 



ORNAMENTATION 



OF 



SCHOOL GROUNDS 



IN 



LOUISIANA 



ISSUED UNDER DIRECTION OF 

T. H. HARRIS. STATE SUPERINTENDENT OF EDUCATION 

BATON ROUGE, LA. 



PREPARED BY 

C. J. BROWN, STATE SUPERVISOR OF RURAL, ELEMENTARY 

SCHOOLS. 



Baton Rouge, La. 

Ramires-Jones Printing Co. 

1911 



n ft* ft 



V 






r^t' J, $ 







THE FIRST CONSIDERATION— AMPLE PLAYGROUND SPACE. 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 




THERE SHOULD BE NO OBSTRUCTIONS ON THE PLAYGROUND. 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 



PREFACE. 

"There is no bit of ground where beauty is more appro- 
priate, where it will extend a wider and more constant blessing, 
and where it is more easily obtained. 

There are ferns for shady corners ; there are many varieties 
of tall goldenrod that, bending in September breezes, will beckon 
the children back to school as to a golden way to knowledge; 
there are quantities of sumac which, put in clumps against the 
building or the high back fence, will change an ugly barrier intc 
a gorgeous screen ; there are vines that ask only for a chance to 
climb lovingly over the doors and windows ; there are little trees 
only waiting for an opportunity to spread their roots in the 
school yard and grow great there, entering tirelessly into the 
games of a ceaseless procession of scampering children, receiving 
into their arms the boys and accepting the confidences of the 
whispering girls and making for all when the sun is high a 
beautiful, welcome shade. There are violets and snowdrops that 
are eager to play hide and seek in the school yard in the early 
spring days, and in some parts of the state there are wild roses 
to bloom in June and lend their sweetness for all the summer in 
the school. 

"Since we can so easily make the school yard beautiful, a 
little oasis in the lives of ourselves and of those who are to follow 
us, and since it is fun to do it — going out into the woods and 
fields for what we want — let us resolve that next fall there shall 
not be a single barren school yard in all the rural districts of 
the state." 




GOOD APPARATUS ON PLAYGROUND FOR SMALLER PUPILS. 
(Permission O. J. Kern.) 




AN IDEAL PLAYGROUND, GUELPH, ONTARIO. 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 



THE ORNAMENTATION OF 
SCHOOL GROUNDS. 

The importance of keeping the growing child in contact with 
the beautiful in art and nature is so generally conceded and so 
fully appreciated that any discussion of its value here would 
be superfluous. In theory, we have acknowledged the beneficial 
effects of attractive surroundings at home and at school, but 
until the past few years we have made little effort to put that 



• 




pPf 


. M 


^T3Wc*fH 


;,.-■■ '■■■■ . &■?-'£ 


' ." ^ '"'»* 


- , 


-• \, r f "~ 


■ ■ 


'.: 


IV /*>- x " ■ 


■ 


1 






-.■■■•<' ' . - ^ | 





CAMPUS OF ARCADIA HIGH SCHOOL. 
About three acres in playground. 

theory into practice, except at the home. Even now, we are 
but beginning to ornament school grounds to any considerable 
extent. 

Louisiana has today scores of magnificent high school build- 
ings and hundreds of attractive and up-to-date rural graded 
schoolhouses ; some few of these high school buildings are set in 
naturally attractive surroundings, and many of the rural schools 
are situated in the midst of nature's most beautiful groves. 
Thus far, however, we have left nearly everything to nature, 
very little having been done to supplement her gifts, or to adapt 
the natural planting to the peculiar needs of the school. Many 
of our most attractive buildings stand, unadorned, out in bare, 



open spaces; by far the majority of the rural buildings are 
surrounded by slumps, tree tops, etc., or stand in dreary, lone- 
some looking open spots. Not only do such surroundings fail 
to add to the attractiveness of the house, but, in many cases, 
detract much from its natural architectural beauty. 

The time has come, it would seem, when we are to begin 
extensive and systematic plans for the ornamentation of our 
school grounds. We are now spending thousands of dollars annu- 
ally in building for architectural effect; we can surely afford to 
expend the small amount of energy, practically the only thing re- 
quired in our beautiful climate, necessary to assist nature in set- 
ting these buildings off to the greatest advantage. A sightly build- 
ing easily loses half of its beauty unornamented or surrounded by 
scenes that detract from its attractiveness. Even a poor school- 
house may be made to appeal to the eye by careful ornamenta- 
tion. Practically no expense is necessary to do this. 

It is in response to this need and the conviction that the 
time is ripe for extensive work along this line that this pamphlet 
is now presented. The State is now preparing to give material 
assistance in this matter to all schools making application for 
aid or suggestions. Three acres near the State University have 









■ 







THE TEACHER Iri NKEDED ON THE 1 'LA V< '.ROUND AS MUCH 

AS IN THE SCHOOLROOM. 

(Permission Prof. H. L. Hutt, Guelph, Canada.) 




THE BACK YARD, WHERE THE LITTLE FOLKS PLAY. 
(Permission O. J. Kern.) 



been set aside for use in propagating plants of a hardy nature 
which are to be distributed in limited quantities to such schools 
as may apply for them. This work is in charge of Professor 
W. W. Grisamore, a practical landscape gardener. Not only 
will plants be supplied, but, what is, perhaps, of more value, 
there will be furnished a blue print drawing of the grounds 
indicating a permanent planting plan for each school submitting 
a preliminary drawing of the grounds showing such conditions 
as may at present exist. 

There have been many spasmodic attempts in the past at 
the ornamentation of our school grounds. The poor results 
have come largely from two causes — little knowledge of the 
principles of landscape gardening, and lack of a permanent 
planting plan to be followed faithfully from year to year. 
Contrary to nature's method and the principles of beauty, 
planting has been carried out in straight lines, usually in front 



10 




ALL THE ROOM THEY NEED. 
(Permission O. J. Kern.) 

of the building, thereby obstructing the view of the house and 
grounds. The lack of a definite, permanent planting plan has 
resulted in each succeeding teacher or principal ignoring the 
efforts of her predecessor and beginning all over again. Mani- 
festly, the results could be nothing worth while. Now for the 
first time we are about to go at this business of putting into 





.jfBL&k, 






J? j ? *~ -*■ 





THE WHOLE BOY PLAYS, BODY, MIND AND SPIRIT. 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 



11 




THE PROPOSED SITE FOR CONSOLIDATED SCHOOL IN DE SOTO 
PARISH — AN IDEAL LOCATION. 

practice our theories of the value of the attractive in a system- 
atic and extensive manner. A commodious and imposing school- 
house may be constructed in a few months, but it requires half a 
century for nature to grow a beautiful setting for it. And it 
can be done in no other way than through following her methods, 




SHILOH CONSOLIDATED SCHOOL, DE SOTO PARISH. 
Opportunity for ornamentation. 



12 




SUGARTOWN CONSOLIDATED SCHOOL, WHICH HAS TAKEN 
FIRST STEPS TOWARD SCIENTIFIC ORNAMENTATION. 

consciously and definitely, from year to year. We hope this 
small pamphlet may be of some aid in furthering the cause of 
ornamentation and save us of today from some of the criticism 
that must otherwise come in the next generation when its value 
will he more generally and deeply appreciated. 

"It is an easy matter to picture an ideal country school — its 
clean-swept walk to the road, its ample playground, its wind- 
break of evergreens, its groups of hard- and soft-wood species, 
borders of shrubs and beds of bulbs for early spring and 
perennials for summer and fall. But to get it — to find some 
way to overcome the serious obstacles — is worthy the attention 
of statesmen and clubwomen. 

"Nearly every district has made an attempt. That is one 
of the hard things to forget — one of the reasons so many districts 
fear to try again. They had a spasm of civic righteousness — an 
Arbor Day revival — and every patron dug a hole in the hard, 
dry ground, every child brought a tree — some with few roots, 
some carried a couple of miles with the roots exposed to sun and 
wind — and then they were planted and, in some cases, watered 
for the summer; and the days grew warm and the weeds 
grew high, and the next fall the two or three trees alive were 
not noticed when the director when over, the Friday before 



i:j 




TALISHEEK SCHOOL, ST. TAMMANY PARISH. 
An ideal site and splendid location for a consolidated school. 

school opened, with his mower; and so ended that attempt at a 
school yard beautiful. 

"It ought to be possible to convince the patrons of every 
district that a single acre of land is not sufficient ground upon 




SIBLEY CONSOLIDATED SCHOOL, WEBSTER PARISH. 
Ornamentation of grounds will improve its appearance 100 per cent. 



14 

which to grow big, bright, broad-minded boys and girls; that 
two, or three, or four acres of land, well planned as to baseball 
diamond, basketball court and a good, free run for dare-base and 
pull-away, are giving the State and the world better results 
than though they were devoted to corn and alfalfa. This, 1 
believe, is the first problem of great magnitude — to get the 
ground — and it must be considered. Children must play. The 
noon hour, when they eat for five minutes and play fifty-five 
minutes, is all-important in a child's life." — Kansas School 
Improvement Bulletin. 

FUNDAMENTAL CONSIDERATIONS. 

"The grounds should be cozy, homelike and attractive. In 
general, trees should be planted near the edge of the school 
grounds so that almost the entire space will be left for play- 
grounds. "With a view also to avoiding the obstruction of light 
they should not be nearer the building than fifty or sixty feet. 
The grounds will consist of an open space fringed with wooded 
sides and should be an artistic picture and not merely a collec- 
tion of trees and bushes. Trees and shrubbery present ,a better 
effect if they are not set out in straight lines as in the nursery. 
They should be irregularly arranged and should consist of a 
somewhat compact mass of trees and shrubbery of varying sizes 
and styles of growth. 




GUIDRY SCHOOL, LAFAYETTE PARISH. 
It should have as attractive a setting as the residence in the background. 



15 







''.-■--: ' '■'"■- "**9S 


| ,:-.■'... 


HB^HHBBBHIHBHH^HIIHHHHN^HHHiHHBHHBHI^HI^^BKis^^^^Hal 





HEBRON SCHOOL, JACKSON PARISH. 
A beautiful site for a consolidated school. 



The portion of the school grounds in front of the schoolhouse 
may he reserved as a lawn with low shrubbery appropriately 
placed. The side next to the highway should contain but little 
planting. A front fence spoils valuable school ground space and 
almost invariably detracts from the appearance. Two walks 
should lead diagonally toward the two front corners, instead of 
a single walk. At appropriate places perennial flowers that 




WINNFIBLD HIGH SCHOOL. 
A great opportunity for scientific ornamentation. 



16 




GRAND CANE HIGH SCHOOL — DE SOTO PARISH. 

bloom early may be planted. An appropriate place in the rear 
can be found for goldenrod and a bunch of hollyhocks, the 
wooded corners may be rounded out with shrubbery, and the 
heavy border of trees relieved." — Kansas School Improvement 
Bulletin. 

The growing demand for teaching gardening and for out- 
door experiments in elementary agriculture, for healthful and 
well-directed play, and for school grounds that shall be models 
of horticultural effect, makes ample ground space a necessity. 
An authority on this subject submits the following as the 
minimum sizes of school sites in order that the ground may 
give room for ornamentation as well as the school 's activities : 

One room school (25 to 35 pupils) 2 acres 

Two room school (35 to 75 pupils), 3 acres 

Three room school (75 to 115 pupils), 4 acres 

Four rooms or more (115 or more pupils), 

not less than 5 acres 

It is realized that in towns and cities, as well as in some rural 
communities, scch extensive grounds seem impossible. In most 
places, however, the expense incidental to providing grounds of 
the size indicated is very slight in comparison to the many ad- 



17 




GOING TO SCHOOL. 



DO THE 5T FIND AS MUCH BEAUTY THERE 
AS ON THE ROAD? 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 



vantages thereby afforded. A little study of the tendency of the 
times will convince school authorities that less .extensive grounds 
than those mentioned will be decidedly inadequate to the increas- 
ing activities of the school a few years hence. Now is the time to 




LET US WORK TOWARDS HAVING ALL OUR SCHOOLS PRE- 
SENT THIS ATTRACTIVE APPEARANCE. 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 



18 




AN ORNAMENTED SCHOOL GROUND IN FAR-AWAY 
WHAT COULD WE DO IN LOUISIANA? 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 



CANADA. 



provide such sites before land values increase greatly. Fortu- 
nately, we have already begun this practice in Louisiana. In 
Calcasieu and a few other parishes nothing less than five acres is 
accepted for the site of a new building. The report of the State 




ISABEL CONSOLIDATED SCHOOL, WASHINGTON PARISH, 
Which is undertaking a scientific improvement of its grounds. 



19 



I5ABLL 5CHDQL 



WASHING 




PAR l*n 




c 


- SOrttT 





20 




EROS HIGH SCHOOL, JACKSON PARISH, WHICH PROPOSES TO 
BEGIN SCIENTIFIC ORNAMENTATION. 

Superintendent of Education for 1910 shows that, in the forty- 
six parishes reporting on this item, there were 210 rural schools 
having sites consisisting of two acres or more. Including parish- 
es not reporting, agricultural schools, and those of towns and 
cities, we might conservatively estimate the number at 300, one- 
eighth of all the schools — surely an excellent beginning. 

PLAY GROUNDS. 

"It is a poor type of school nowadays that has not a good 
playground attached."- — Theodore Roosevelt. 

In addition to the space devoted to the work activities of the 
school of to-day, the modern school must be provided with ample 
playground room. Such space should be in three divisions; for 
large girls, large boys, and the smaller pupils. The location of 
these separate grounds will, of course, depend upon the topogra- 
phy and permanent incumbrances of the site. When convenient, 
however, the grounds for the larger children should be located 
on opposite sides of the building, and that for the small children 
in front or at the rear of the house. Room for play is of funda- 
mental importance and must take precedence over the planting 
of shrubs or trees for ornamental purposes. More and more do 
we believe in the educational value of that spontaneous activity 
wherein the whole child takes part. Nothing is of enough con- 



21 



sequence to take up the proper amount of space for games and 
romping, and any planting plan will set aside this space before 
even considering that for gardening, agriculture, or ornamenta- 
tion. 

LISTS OF PLANTS FOR SCHOOL GROUNDS. 

Professor Grisamore furnishes the following invaluable list 
of plants adapted to planting on school grounds of this state. 

The following trees, shrubs and vines are adapted to planting 
in all parts of Louisiana. The Live Oak, if grown in the north- 
ern part of the State, however, should be planted on slopes or 
bottom lands, as it requires a great deal of moisture. The little 
"w" placed after the names of a plant indicates that it may be 
procured from the woods. 

EVERGREEN. SHADE TREES. 

Cedrus Deodara (the lofty cedar). 

Gordonia Lasianthus (the Louisiana holly bay). 

Hex Dahoon (Dahoon holly )w. 

Magnolia Gaudiflora (the common magnolia of Louisiana). 

Quercus Virens (the live oak)w. 

DECIDUOUS SHADE TREES. 

Celtis Benthamii (the huckleberry tree). 
Celtis Occidentalis (the huckleberry tree)w. 




AN IDEAL, SETTING FOR SCHOOL OUTHOUSES. 
(Permission Prof. H. L. Hutt, Guelph, Canada.) 



22 

Celtis Orientalis (the huckleberry tree)w. 

Liquidambar stayraciflau (the sweet gum tree)w. 

Melia Azedarack var. umbracufiformis (the umbrella china 
tree). 

Populus Deltoides (Carolina poplar). 

Populus Tombody (ornamental only). 

Quercus coccinea (the scarlet oak)w. 

Quercus nigra aquatica (the water oak)w. 

Quercus alba (the white oak)w. 

Quercus Palustris (the pin oak)w. 

Quercus Robur (the black oak). 

All the trees above mentioned should be planted during 
autumn or winter. 

They may be transferred from the forest during damp wea- 
ther just after a good rain, the holes having previously been pre- 
pared to receive them. The best time to excavate is during dry 
weather in September. In excavating be sure that you dig the 
holes four feet square and four feet in depth. The above dimen- 
sions will be ample to accommodate all trees that may be con- 
veniently and safely transplanted. However, if the soil that is 
dug from holes where trees are to be planted permanently seems 
poor, add two bushels of decomposed stable manure, mix thor- 
oughly and let the soil heap stand at least 40 or 50 days ; this is 
done to give the holes a good sunning before planting trees. 
During the time from excavation till trees are planted, the soil 
heap should be carefully guarded to prevent the rain from wash- 
ing the soil back into the holes. The above instructions are for 
trees taken up in the forest. If possible, in digging the trees 
from their native homes we would advise one to take a good ball 
of earth with the roots and set the trees as nearly as possible in 
the same position and depth as they were in the forest. The 
most convenient and safe size of trees to handle from the forest 
are those from six to twelve feet in hight and from one to three 
inches in diameter of trunks. If the trees have many branches 
they should be cut back two-thirds of their growth. When plant- 
ing the trees, to aid rapid growth we would advise that the soil 
put about the roots, or the round ball of earth taken up with the 
roots, should be well packed to ex«lude all air holes. In trans- 
ferring plants from the forest one should be careful to get all or 
as much of the tap root as possible. 



23 




CHILDREN ACCUSTOMED TO SUCH BEAUTY WILL HAVE IT AT HOME. 

(Permission O. J. Kern.) 



SHRUBS. 

All these shrubs are usually nursery-grown and can easily be 
transplanted with little or no trouble. The following will be 
found adapted to all parts of Louisiana: 

Althea (Rose of Sharon). In variety, deciduous. 

Azealia (Hardy). In variety, deciduous and evergreen. 

Deutzeas. In variety, deciduous. 

Enonymus Europasus (the Burning Bush) Die. 

Lager stroemia. In variety, dierd. (Crape Myrtle). 

Lefustrum Amurense (Pnoct) Hedge. 

Magnolia Purpurea. Deciduous. 

Philadelphus (Mock Orange). In variety, deciduous. 

Spiraeas. In variety, deciduous. 



24 

Famarix. In variety, deciduous. 
Weigelias. In variety, deciduous. 
Xanthoceras Sorbifolia. Deciduous. 
Roses. In variety. 

culture 
Dig the hole where shrubs are to be planted a spade and a 
half deep. "When spading is finished drop in a liberal amount 
of half-decomposed stable manure. Each plant should have 
three-fourths of a bushel. This preparation should be made 
during the last week in September or the first of October, and 
late in November set out the shrubs. If the plants are received 
with a ball of earth about their roots, one need not shade, only 
water thoroughly. In setting plants be careful not to disturb 
the roots, and place the ball of earth and roots an inch and a 
half beneath the surface of the soil. Should the plants arrive 
without any earth around the roots, such plants should be 
shaded from the sun for five or six days at least after planting. 
The soil about the roots should be thoroughly packed to exclude 
the air. "When shrubs are sent out from a nursery they are usually 
pruned and ready to be planted. "We know of no class of plants 
that lend their beauty to ornamentation and landscaping as do 
the shrubs. 

HARDY EVERGREEN CONIFERS. 

Araucaria imbricata (the monkey puzzle tree). 

Cryptomeria Japonica Lobbi Compacta. 

Juniperus virgnuana Glauca. 

Pecea Pungus Glauca Kosteri (the blue spruce of Colorado). 

Thurya Orientalis Aurea naua. 

Thurya Orientalis Rosenthali. 

Thurya Orientalis Culture. 

The above plants will flourish in any well-drained soil in 
altitude above ten feet. 

They do not need very much humus. In preparing soil for 
planting, spade thoroughly, using one-third of a bushel of 
manure, well decomposed, to the plant, and give the same treat- 
ment as is mentioned for shrubs. 



25 



HAEDY VINES AND CREEPERS. 

Actundia Arguta (the silver vine). 

Apebia Quinta (Apebia vine). 

Apios Tuberosa. 

Ampelopsis (Eugemanne Virginia Creeper). 

Anstolachia Sepho. 

Bignonia. In variety. 

Clematis. In variety (large and small flowered). 

Gelsemuine simpervirens. Hardy wild yellow jessamines. 

Impormcea Pandurata. In variety (moonvine). 




CHILDREN LIKELY ENTER THIS SCHOOL WITH SMILING PACES. 
(Permission O. J. Kern.) 



26 

Lonecera. In variety (the honeysuckle). 

Hedera Helix (English ivy). 

Humulus (hop vine). In variety. 

"Wistaria. In variety. 

All the above-named vines may be cultivated the same as 
shrubs with the exception that they will need a support of some 
kind, such as arbors, trellises, etc., and their runners will have 
to be caught up and trained. 

ORNAMENTAL GRASSES. 

Cortaderia selloana (silver pampas grass). 

Eulalia Japonica Zebuna (zebra grass). 

Ophiopogon Japonicus (border grass). 

Give the above plants a sunny position and a liberal amount 
of humus during the spring. Prepare soil the same as for other 
plants. 

SPECIAL DISTRICT PLANTS. 

The following plants may be grown as far north as parallel 31 
and prove safe from frost: 

EVERGREEN TREES. 

Cinnamomum Camphora (the camphor tree). 
Grivellea Rabstua (Australian silk oak). 

BAMBOOS. 

Bamboos (hardy). In variety. 

PALMS. 

Palms (hardy). In variety. 

shrubs. 

Calcanthus Floridus. 
Camelia Japonica. In variety. 
Gardinia Florida (the cape jessemine). 
Hydranger. In variety. 
Heruims (the oleander). 
Pettosporum. In variety. 



27 




WHAT WOULD THIS BE WORTH ON THE SCHOOL, 
GROUND? 
(Permission O. J. Kern.) 

VINES, HERBACIOUS AND EVERGREENS. 

Antigonon Leptopus (the Mexican mountain rose). 

Solanums. In variety. 

Aristolochia elgans (Dutchman pipe vine). 

Bignonia Tweediana. 

Thundergia Fragrans. 

Trachelospermum Jasminiodes (the star jassemine). 

Give the same culture as for general plants as mentioned 

above. 

Some plants adapted to all parts of Louisiana north of 

parallel 31. 

Fagus. In variety (the beech). 
Hex Apaca (southern holly). 
Maples. In variety. 

SHRUBS. 

Chionanthus Virginica (the white flowering ash). 

Comus. In variety (the dogwood). 

Pyrus Japonica (Japan quince). 

Most of the pknts mentioned below are adapted to all parts 
of Louisiana. Being tender, however, most of them must be given 
protection of some kind during the winter. 



28 

The above precaution is meant for territory north of parallel 
31, or where the thermometer drops below 15 degrees F. They 
may all be used as bedding plants or planted among shrubbery. 

Alternauthera. In variety (border plant). 

Caladiums. In variety. 

Cannas. In variety. 

Coleus. In variety. 

Phlox (hardy). In variety. 

Plumbago. In variety. 

Salvia splenclius. 

CULTURE. 

Spade the bed where bedding plants are to grow thoroughly, 
using a liberal amount of half-rotten manure. "We would advise 
that this work be done during' the autumn and set out all of 
the plants in the spring as soon as the ground is free from 
frost. However, one may set out the hardy phlox during early 
winter. Some judgment should be used in setting them out. 

Botanical specimens which might be planted on the school 
ground for use in the study of botany in the eighth grade : 

Ceratophyllum demersum (hornwort) ; grows in water. 

Crataegus aestivalis (May haw). 

Dryopteris patens (shield fern). 

Delphinium (larkspur). 

Gelsemium sempervirens (yellow jassamine). 

Hartmr.nnia speciosa (evening primrose). 

Iris fulva (brown iris). 

Iris hexagona (blue iris). 

Ipomcea bona-nox (moon flower). 

Lathyrus odoratus (sweet pea). 

Lilium candidum (lily). 

Lonicera japonica (Japanese honeysuckle). 

Magnolia foetida (magnolia). 

Opuntia opuntia (prickly pear). 

Petunia (petunia). 

Phlox (phlox). 

Polystichum acrosticoides (Christmas fern). 

Richardia Africana (calla lily). 

Salvia splendens. 

Selaginella apus (little club-moss). 



29 

Trachlosperum jasminoides (Confederate jassamine). 

Tropaeolum majus (nasturtium). 

Zebrina pendula (wandering jew). 

Professor Grisamore will furnish a blue print planting plan 
to any principal or superintendent who will make application, 
submitting the information called for as follows : 

Name of school Parish 

Principal Drainage (good, medium, poor) 

Slope (direction from building) Exposure 

(north, east, south or west) Nature of Soil 

Size of grounds 

Size of building Height 

Building material Height of foundation 

Is foundation laticed Is water supply suffi- 
cient for irrigation Has school colors (name them) 

Has school emblem (name it) 




GROWING ON A SCHOOL, GROUND IN WINNEBAGO COUNTY, ILL,. 

Will such plants grow in Louisiana? Yes. 

(Permission O. J. Kern.) 



30 




SUGGESTIVE PLANTING FOR OUTHOUSE SCREENING. 
(Permission O. J. Kern.) 

There must also be attached a sketch of grounds showing 
measurements, location of building, location of outbuildings, 
location and names of trees, shrubs, vines, etc., growing, location 
of any other permanent incumbrances on site, location and meas- 
urements of garden, agricultural plots, walks, drives, play- 
grounds, etc., together with any other information which might 
be of value in determining a permanent planting plan. The 
value of the drawing furnished will depend largely upon the 
accuracy and fullness of information thus submitted. All such 
correspondence should be addressed to Professor "W. W. Grisa- 
more, Department of University Extension, Baton Rouge, La., 
who will be assisted in such work by Professor V. L. Roy, of the 
same department. 

It is estimated by Mr. Grisamore that the following plants 
will be available at the time in the quantities mentioned in the 
following table: 

These plants will.be distributed to those applying for them 
in, the order of the applications. The only expense to the school 
is that of transportatiton. Application should be made to Pro- 
cessor W ."W .Grisamore, Louisiana State Unversity. 



31 

Time available — Name of plant — Quantity — 

Fall or winter Pampas grass 100 schools 

Fall or winter Border grasses 50 schools 

Fall or winter Camphor trees 20 schools 

Late winter or spring . . Vines for arches, etc . . . 75 schools 
Late spring Palms very few 

Note. — The camphor trees will be supplied to central and 
south Louisiana schools only. The palms will be distributed 
among the southern tier of parishes only. 

The quantity of plants available will increase rapidly from 
year to year, but the variety will not be greatly increased. Roses 
and a few other plants will likely be added another year. The 
object is to supply such plants as might not easily be obtained in 
local communities. Where the plants suggested in the perma- 
nent planting plans cannot be secured locally, they may always 
be had in any quantity from the many reputable florists and 
nurserymen of the South. Such plants as are sent out from the 
University will be furnished and packed free of charge, the 
only expense to the school being that of transportation. 




SUGGESTIONS FOR IMPROVING THE APPEARANCE OF BACK FENCES. 
(Permission O. J. Kern.) 



SYHACUSf , • N. 

PAT. J»N tl, I 



LIBRARY OF CONGRESS 



020 975 961 5 



